Technology Presentation TLC - May 14, 2019 Agenda Brief Overview - - PowerPoint PPT Presentation
Technology Presentation TLC - May 14, 2019 Agenda Brief Overview of the 2014-2017 Technology Plan (5 Minutes) Evolution of Plan Since 2017 (5 Minutes) Teaching and Learning Supported by Technology (25 Minutes) Plans for
The Original Purpose Endures The purpose of this plan is to meet the strategic objectives of the district by deploying technology solutions in support of the teaching and learning needs of
resources.
1. Achieve, measure, and report growth for all students through authentic student engagement 2. Prepare for college and career readiness through the development of rigorous subject area/secondary course content aligned to standards and communication, collaboration, critical thinking, and creativity (4 C’s) skills 3. Establish a culture of innovation through the scaling of innovative teaching and learning practices, expert support and training, and flexible learning and collaboration spaces 4. Provide adequate resources, support, and infrastructure to facilitate learning and to build a sustainable business model
Protection and Privacy (2018)
Curriculum (2018)
learning plans with technology (2017, 2018)
Secondary Level (2017)
(2017-19)
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Touch-screen tablets
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Classroom displays replacing SMART Boards
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Teacher’s using chromebook as primary device
Technology is utilized at the Universal level to provide students multiple ways
expressing their learning, while also building in individual interests
Technology is utilized at the individual level to build in appropriate challenge for the learner
daily computer use in Grades 3-8
the classroom is a precursor to connected, transformative learning (Johnson et al., 2013).”
Universal Tools and Purposes (Elementary Data)
Creator, Google Slides, Composing written work
■ Revisit assignment directions, anchor chart resources, writing, slide presentations ■ Share files, receive feedback
Universal Tools and Purposes:
students to personalize their work through dynamic links, provide opportunities for digital self-reflection and peer feedback, and offer ongoing storage, organization, and progress tracking (Meyer et al., 2010).
Communication - Increased ability to communicate in real world scenarios.
communication; presentation, email, virtual classrooms, feedback to others, note-taking tools.
between handwritten requirements & digital (published works)
Collaboration
feedback "learn from each other, improve their work, and develop their skills," making such interactions beneficial to students of all ability levels (Thomas et al., 2014).
information that is used for classroom face to face collaboration
Creativity - Tools for creativity, innovation and adaptability
choice for demonstrating what they know, or are able to do
the brain process more information in working memory” (SEG Research, 2008).”
Critical Thinking - Capacity required for school and beyond
Social Studies, Science) - digital resources balanced with other library resources teach students to be critical consumers of all materials
Appropriate Challenge for ALL Students
Dreambox, ALEKS, Kahn Academy, Bridges Math
Overdrive, RazKids, Newsela, Pebble Go, Spelling City
Contest prep, Dreambox, Kahn Academy
Support Teaching and Learning in our Secondary Classrooms ○ Digital Tools that enhance accessibility and access to a variety of learning material (digital/interactive textbooks, research materials, TED Talks
Management System to support access to learning materials, lesson recordings, and timely review of learning.
Create within our classrooms, Fab Labs, and at LAUNCH.
Career Plans for All Students
Digital Citizenship Curriculum
○ Age appropriate prioritized lessons ○ Industry recognized resources (Common Sense Media, Google, BrainPop, NetSmartz) ○ Common expectations for all ○ Teachers use lessons in real-time: front load and additional support
devices, interact with one another, and navigate resources
○ CIPA compliant K12 filtering solution that is parent and student focused ○ Protection and control onsite and offsite ○ Transparency and control for all families
○ FERPA (Family Educational Rights and Privacy Act) ○ COPPA (Children’s Online Privacy Protection Act of 1998) ○ FPF (Student Privacy Pledge introduced by the Future of Privacy Forum)
○ Bandwidth to grow as our needs grow
supports replacement cycles ○ 4 years - Staff Devices ○ 4 years - Student Devices ○ 7 years - Network Infrastructure ○ 7 years - Classroom Technology
○ Establish K-12 family advisory group and K-12 staff advisory group to periodically provide feedback regarding technology tools, software/hardware, and relevant technology decisions ○ Deliver more training opportunities for staff during school year and summer ○ Develop more training resources for students/families, particularly online resources for just-in-time access ○ Promote Securly home solutions including home filtering device and/or software controls ○ Include family feedback on annual Brightbytes survey
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Recommit to Canvas Learning Management Platform for one source of content
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Seek advisory group feedback to guide approach to youtube and streaming media access for grades 6-8 ○ Consistently deploy digital citizenship curriculum ○ Strengthen approach to Information Literacy instruction and support
○ KG-5th Grade ■ Add digital citizenship skills standard to report card, expand current digital citizenship lessons and assessments for each grade level ■ Block youtube for students, opening specific videos upon request ■ Block streaming media (hulu, spotify, etc) ■ Establish separate groups (KG-2, 3-5) to support different filter policies and rules ■ Technology not used as a reward or during indoor recess
○ KG-1st Grade ■ Move towards a 2:1 student to device ratio as resources age ■ Keep devices at school with charging stations ○ 2nd Grade ■ Continue 1:1 student to device ratio (chromebooks) ■ Store devices at school until students have demonstrated desired digital citizenship skills and then send home only with a need/purpose
Institutional Review Board approved research from numerous peer reviewed sources in a variety of professional journals suggest educational benefits of technology use at both primary and secondary levels.
the design of the curriculum - blended learning (Ruggiero & Mong, 2015).
particularly for primary-age students from culturally and linguistically diverse backgrounds (Musti-Rao, Cartledge, Bennett, Council, 2014).
primary consideration for reading and literacy education beginning in the primary grades (Leu, Forzani, Timbrell, & Maykel, 2015).
Leu, Donald J., et al. “Seeing the Forest, Not the Trees: Essential Technologies for Literacy in the Primary-Grade and Upper Elementary-Grade Classroom.” Reading Teacher, vol. 69, no. 2, Jan. 2015, pp. 139–45, http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=s6253149&db=eric&A N=EJ1073399&site=ehost-live&scope=site. Musti-Rao, S., Cartledge, G., Bennett, J. G., & Council, M. (2014). Literacy Instruction Using Technology with Primary-Age Culturally and Linguistically Diverse Learners. Grantee Submission (pp. 195–202). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=s6239390&db=eric&A N=ED577027&site=ehost-live&scope=site Ruggiero, Dana, and Christopher J. Mong. “The Teacher Technology Integration Experience: Practice and Reflection in the Classroom.” Journal of Information Technology Education: Research, vol. 14, Jan. 2015, pp. 161–78, http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,cpid&custid=s6253149&db=eric&A N=EJ1084455&site=ehost-live&scope=site.